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Integrating Focus on Form in L2 Content‐Enriched Instruction Lessons
Author(s) -
Grim Frédérique
Publication year - 2008
Publication title -
foreign language annals
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.258
H-Index - 49
eISSN - 1944-9720
pISSN - 0015-718X
DOI - 10.1111/j.1944-9720.2008.tb03295.x
Subject(s) - focus on form , vocabulary , grammar , focus (optics) , vocabulary development , linguistics , psychology , content (measure theory) , point (geometry) , mathematics education , meaning (existential) , content analysis , computer science , sociology , mathematics , mathematical analysis , social science , philosophy , physics , geometry , optics , psychotherapist
The model of content‐enriched instruction focuses on the integration of grammatical and lexical forms within content to beginning‐level learners (Ballman, 1997). This study used quantitative data to examine the efficiency and application of this model for second‐ and third‐semester college French. It specifically responds to the following question: Which type of focus‐on‐form instruction through a content‐enriched instruction lesson is more effective for learning second language (L2) grammar, vocabulary, and cultural content in intermediate French L2 classes? The three instructional treatments administered were planned focus on form, incidental focus on form, and focus on meaning. The findings point to positive significance mainly toward the planned focus on form treatment, in grammar, vocabulary, and culture. This encourages a more concrete integration of content and form at low‐intermediate !eve(s.